In order to provide students with the best possible education, I try to blend my research, teaching, and service, so that I can bring current and interesting examples of marketing concepts to the classroom. Here’s a brief overview of the first three days of a recent work week:

 

Sunday from noon to 7 p.m.

I arrived at school and found 10 other faculty members working on their own research projects. I responded to student emails regarding class and advising. I currently work with several co-authors and have a number of working papers at various stages of development (conceptual development, data collection, statistical analysis, article writing). My focus this day was on a paper about the NASCAR industry and customer commitment. My co-authors and I have spent six months gathering and analyzing the data. Sunday, after having read more than 100 journal articles, I was writing up the managerial implications of our findings. The result of much collaborative work, this article will be submitted soon.

 

Monday from 8 a.m. to 7 p.m.

I responded to student emails regarding last week’s exam and met students for advising. I have a deadline to complete a paper on eHealthcare and marketing by the end of the week. I skipped lunch so I could get a revision of the paper to my co-author by 5 p.m. After I sent my revisions, I started preparing tomorrow’s marketing concepts class. I left at 7 p.m. so I could attend a neighborhood community meeting.

 

Tuesday from 7:30 a.m. to 10:30 p.m.

This is my long day. My classes began at 11 a.m. Since students learn better when given current examples, I came in early to scan Fortune, Forbes, Business Week, Time, and Yahoo Financial. I also took time to find examples using local companies. I taught two classes from 11 a.m. to 2 p.m. and a night class from 6 p.m. to 8:50 p.m. After the morning classes (120 students); I got ready for the night class (40 students) and started preparing for Thursday’s classes. Since my night class is smaller, I was able to run a marketing simulation for that class. When I got back from my class at 2 p.m., I had a message from a co-author regarding a third paper I am writing. My co-author and I decided to use new statistical software for the data analysis, so I began to teach myself how to run the software. It was 5:30 p.m., and I had had no lunch and no dinner, so I grabbed something from the vending machine and went to class. When class ended at 9 p.m., I ran the simulation so the students could get their results online the next morning. After running the simulation and uploading student results into WebCT, I left around 10:30 p.m. I planned to return early in the morning to get back to my research projects.

 

I usually work a six-day week. Wednesday, Thursday, and Friday will be more of the same.